Title

Authors

Date of this Version

7-2009

Comments

Math in the Middle Institute Partnership,
Action Research Project Report,
in partial fulfillment of the MA Degree.
Department of Teaching, Learning, and Teacher Education.
University of Nebraska-Lincoln.
July 2009.

Abstract

In this study of my fifth grade mathematics class, I investigated a method of assessing homework presentations as an alternative means of assessment from the more traditional approach of paper and pencil testing. By changing the number of daily problems assigned in my classroom to include shorter assignments and implementing longer, more difficult story problems, I found that students enjoyed mathematics more and had a deeper understanding of the concepts. Increased retention of material, enhanced abilities to communicate problem solving methods, and improved attitudes were all positive side-effects of this project. As a result of my study, I have changed my methods of assessing homework from traditional methods of assessment to employ the rubric-scored presentations used in my study. Results of the study dramatically changed the way I view homework’s purpose in and out of the classroom. Instead of homework being used as my sole tool for reinforcement and assuming more homework is better, I view it as one of the many ways to check for understanding and realize more is not always better.